Inglês - Livro 2-105-108

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Reporting orders
Em inglês, também é possível fazer um pedido ou dar 
uma ordem. Para isso, utiliza-se a preposição to + verbo 
principal da oração. Veja os exemplos a seguir:
“Clean your room.” → She told me to clean my room.
“Open this drawer.” → She asked me to open that drawer.
“Listen carefully.” → She told us to listen carefully.
Reporting verbs
Alguns verbos, como say, tell e answer, são muito usa-
dos com reported speech. Os dois primeiros são parecidos 
semanticamente, já que significam, nessa ordem, dizer e 
contar, mas são usados de maneira diferente nas frases. 
Observe:
I said that it was too late.
I told him that it was too late.
Christie said she would call.
Christie told us she would call.
Como você pode ter notado, é necessário incluir como 
objeto a pessoa que recebeu a mensagem quando nós 
usamos tell.
Já o verbo answer, assim como reply, pode ser usado 
em respostas. Veja a seguir.
"— What is your biggest dream?”
“— I want to travel abroad.”
She answered/replied that she wanted to travel abroad.
Além dos verbos apresentados, existem muitos outros 
utilizados com reported speech, como explain, refuse, 
affirm, state, scream, whisper, offer, remind e congratulate. 
Observe os exemplos:
“She asked me if I wanted a ride and I explained that my 
sister was picking me up”.
“My boss reminded me to hand over the report.”
Reporting verbs
Muitos verbos que podem ser usados com reported speech possuem 
uma estrutura específica. Veja alguns deles:
Reveal (+ that) → She revealed that she had lost her job.
Suggest (+ that) → The teacher suggested that I look for an 
alternative.
Promise (+ to) → I promised to take care of her pets.
Threaten (+ to) → They threatened to stop our funding.
Beg (+ objeto + to) → They begged me to help them with their 
homework. 
Advise (+ objeto + to) → Her friend advised me to be careful.
Atenção
Exercícios propostos
1 SSPM/CEPAEN 2017 Which is the correct option to 
complete the sentence?
Peter: I saw Jane yesterday.
Peter . 
A said Jane that he saw her yesterday 
b told he saw Jane the previous day 
c says he had seen Jane the following day 
d told Jane that he has seen her the next day 
E said that he had seen Jane the day before 
Texto para as questões 2 e 3.
The man in the convertible
One morning, well after I was diagnosed with cancer, 
I got an email from Robbee Kosak, Carnegie Mellon’s vice 
president for advancement. She told me a story. 
She said she had been driving home from work the 
night before, and she found herself behind a man in a 
convertible. It was a warm, gorgeous, early-spring evening, 
and the man had his top down and all his windows 
lowered. His arm was hanging over the driver’s side door, 
and his fingers were tapping along to the music on his 
radio. His head was bobbing along, too, as the wind blew 
through his hair. 
Robbee changed lanes and pulled a little closer. From 
the side, she could see that the man had a slight smile on 
his face, the kind of absentminded smile a person might 
have when he’s all alone, happy in his own thoughts. 
Robbee found herself thinking: “Wow, this is the epitome 
of a person appreciating this day and this moment.” 
The convertible eventually turned the corner, and 
that’s when Robbee got a look at the man’s full face. “Oh 
my God,” she said to herself. “It’s Randy Pausch!” 
She was so struck by the sight of me. She knew that 
my cancer diagnosis was grim. And yet, as she wrote in 
her email, she was moved by how contented I seemed. 
In this private moment, I was obviously in high spirits. 
Robbee wrote in her email: “You can never know how 
much that glimpse of you made my day, reminding me of 
what life is all about.” 
I read Robbee’s email several times. I came to look at 
it as a feedback loop of sorts. 
It has not always been easy to stay positive through my 
cancer treatment. When you have a dire medical issue, it’s 
tough to know how you’re really faring emotionally. I had 
wondered whether a part of me was acting when I was 
with other people. Maybe at times I forced myself to appear 
strong and upbeat. Many cancer patients feel obliged to 
put up a brave front. Was I doing that, too? 
But Robbee had come upon me in an unguarded 
moment. I’d like to think she saw me as I am. She certainly 
saw me as I was that evening. 
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106 LÍNGUA INGLESA Capítulo 29 A little bird told me… 
Her mail was just a paragraph, but it meant a great 
deal to me. She had given me a window into myself. 
I was still fully engaged. I still knew life was good. I was 
doing OK. 
PAUSCH, R. The last lecture. Nova York: Hyperion, 2008. pp. 64-5.
2 ITA 2015 O autor do texto
A utiliza a dissertação e a descrição como tipologia 
textual predominante. 
b é narrador observador e mescla discursos direto, 
indireto e indireto livre. 
c usa foco narrativo em primeira pessoa configuran-
do o texto autobiográfico. 
d utiliza linguagem coloquial nos diálogos para exter-
nar seus sentimentos. 
E recorre a figuras de pensamento para compor o 
gênero dramático. 
3 ITA 2015 Na frase “She said she had been driving home 
from work the night before, and she found herself 
behind a man in a convertible” (linhas 4, 5 e 6), a 
formação correta quanto ao uso do discurso direto é: 
A She said: “I was driving home from work last night, 
and I found myself behind a man in a convertible”. 
b She said: “I had been driving home from work last 
night, and I found me behind a man in a convertible”. 
c She said: “I drove home yesterday night from 
work, and I had found myself behind a man in a 
convertible”. 
d She said: “I had driven home the night before, and I 
found myself behind a man in a convertible”. 
E She said: “I was driving home from work yesterday, 
and I was finding myself behind a man in a 
convertible”.
The following text refers to questions 4 to 5.
Schools Relax Cellphone Bans, Nodding to Trend
By Matt Richtel 
LANSING, Mich. – Sitting in his second-period 
computer class at Eastern High School, Gray Taylor, 15, felt 
his cellphone vibrate. To avoid being caught by the teacher, 
he answered quietly – and discovered an unexpected caller. 
“Why are you answering the phone in class?” 
Gray’s mother asked. He whispered back, “You’re the 
one who called me.” His mother said she had intended 
to leave a question on Gray’s voice mail. 
40 Such scenes are playing out across the country, as 
hundreds of high schools have reluctantly agreed to 
relax their rules about cellphones in schools. Rather than 
banning the phones outright, as many once did, they are 
capitulating to parent demands and market realities, and 
allowing students to carry phones in school – though not 
to use them in class. 
The reversal is a significant change from policies of 
the 1990’s, when school administrators around the country 
viewed cellphones as the tools of drug dealers. In Florida, 
carrying a cellphone in school could be punishable by a 
10-day suspension. In Louisiana, it was deemed a crime, 
with a potential penalty of 30 days in jail. 
But now the phones have become tools used by 
parents to keep in touch with, and keep track of, their 
children. And schools are facing a more basic reality: it is 
no longer possible to enforce such bans. 
Thanks to the falling prices of mobile phones, and 
the aggressive efforts by carriers to market “family plans” 
to parents and teenagers, the phones have become so 
commonplace that trying to keep them out of schools 
would be like trying to enforce a ban on lip gloss or 
combs. 
The New York Times, set. 2004. 
Disponível em: <www.nytimes.com>. Adapt.).
4 Mackenzie According to the text, schools are now 
allowing the use of cellphones:
A due to students’parents’ requests. 
b because drug dealers no longer use them. 
c in order to offer students one more tool to cheat 
on tests. 
d to help cellphone companies sell their products. 
E so that students can tell their parents their grades 
before getting home.
5 Mackenzie The question “Why are you answering the 
phone in class?” in the reported speech will be: 
A Gray’s mother asked him why is he answering the 
phone in class? 
b Gray’s mother wanted to know the reason why was 
he answering the phone in class. 
c Gray’s mother wondered why he was answering 
the phone in class. 
d Gray’s mother inquired him about the reason that 
he has been answering the phone in class. 
E Gray’s mother doubted why he was answering the 
phone in class.
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1 Fuvest 2015 When it comes to information and connection, we rarely want for anything these days. And that’s a problem, 
argues journalist Michael Harris in his new book The End of Absence: Reclaiming What We’ve Lost in a World of Constant 
Connection (Current, August 2014). Harris suggests that modern technology, especially the smartphone, has taken certain 
kinds of absence from our lives – it has eliminated our time for solitude and daydreaming, and filled even short moments of 
quiet with interruptions and distractions. Harris worries that these “absences” have fundamental value in human lives, and 
maintains that we ought to try to hold on to them. 
Certain generations alive today will be the last to remember what life was like before the Internet. It is these generations 
who are uniquely able to consider what we’ve lost, even as we have gained the vast resources and instant connectivity of the 
Web and mobile communications. Now would be a good time for society to stop and think about protecting some aspects of 
our pre-Internet lives, and move toward a balanced future that embraces technology while holding on to absence. 
Scientific American, 15 jul. 2014. (Adapt.).
Responda, em português, às seguintes perguntas relativas ao texto.
a) Qual é a opinião de Michael Harris sobre a tecnologia moderna, em especial sobre o smartphone? 
b) Como as gerações mais velhas se situam face ao uso das novas tecnologias na era da internet?
2 SSPM/CEPAEN 2017 Which is the correct option to complete the dialogue?
What did John tell Mary last Saturday?
John told the day before.
A Mary that he will buy some flowers 
b her that he had bought some flowers 
c him that he did buy some flowers 
d to Mary that he bought some flowers 
E that he has to buy some flowers 
Observe a tirinha para responder as questões 3 e 4. 
Exercícios complementares
3 ESPM-SP 2011 You can infer from the text that the 
engineering department:
A ignored the video as soon as it arrived for 
appreciation. 
b spent three months preparing the video. 
c considered the video funny. 
d said the video had to be technically improved. 
E said the video was technically inaccurate.
4 ESPM-SP 2011 The e-mail she got back from Wally most 
likely read:
A “The script had been great.” 
b “I think the script is humorless.” 
c “It was funny.” 
d “I thought the script would be great.” 
E “It is great.”
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108 LÍNGUA INGLESA Capítulo 29 A little bird told me… 
Zika vírus
A epidemia do Zika vírus começou em abril de 2015 no Brasil e rapidamente se espalhou por países da América do Sul e Central, além das 
ilhas caribenhas. Os sintomas do vírus são geralmente pouco preocupantes: febre baixa, coceira, dores de cabeça, entre outros. Em cerca 
de 80% dos casos, a presença do vírus na pessoa é assintomática. O problema surge da aparente conexão entre esse vírus e a microcefalia: 
certos estudos indicam que a transmissão do vírus para o feto via placenta pode causar microcefalia. 
Entre 2015 e 2018, comunicados oficiais dos governos de diversos países sugeriram a mulheres grávidas que não viajassem para os 
locais nos quais se sabia que a situação era grave, e, além disso, havia a recomendação às mulheres que moram nesses locais que não 
engravidassem. Em El Salvador, em 2016, por exemplo, o então ministro da Saúde sugeriu que as mulheres adiassem a gravidez para 2018. 
Diante desse quadro de recomendações, Emma Saloranta, blogueira do Huffington Post, escreveu o seguinte texto:
[…] for most of them [women], decisions about family planning and their reproductive health are not in their control. 
[…] Without the tools – sexual education, family planning services and contraceptives – telling women to “delay pregnancy” 
is complete hypocrisy. […] But as long as these things are not made available unplanned and unwanted pregnancies will 
continue to happen. […] It’s a basic human right that all women should have access to, at all times. […]
SALORANTA, Emma. “Zika vírus and the hypocrisy of telling women to delay pregnancy”. HuffingtonPost, 2 fev. 2016. 
Disponível em: <www.huffingtonpost.com/emma-saloranta/zika-virus-and-the-hypocrisy-of-telling-women-to-delay-pregnancy_b_9090476.html>. 
Acesso em: 11 dez. 2020.
Buscando utilizar o reported speech, descreva o discurso efetuado por Emma Saloranta e troque ideias com os colegas sobre as opiniões 
dela. O que você pensa sobre as recomendações desses governos? São acertadas ou equivocadas? Você as considera hipócritas, como diz a 
autora? Quais são as melhores maneiras de tentar combater a epidemia de microcefalia relacionada com o Zika? Para além dessa epidemia, 
você concorda com a posição da autora a respeito das políticas de disseminação de informações relacionadas a métodos contraceptivos? 
Elas deveriam ser políticas públicas?
Texto complementar
 y Utiliza-se reported speech para parafrasear:
– frases afirmativas e negativas,
– perguntas,
– ordens e pedidos.
 y Pontos de atenção ao utilizar reported speech:
– aos pronomes,
– aos tempos verbais,
– às expressões temporais.
 y Alguns dos verbos que se costuma usar com reported speech:
– say, tell,
– ask,
– reply, answer,
– suggest, explain, promise, threaten, advise etc.
 
Resumindo
Quer saber mais?
Sites
 y GANI, Aisha. “Zika virus: the options facing pregnant women across Latin America”. The Guardian. 
Disponível em: <http://p.p4ed.com/CJJNT>
Artigo compara a situação de grávidas em diferentes países da América Latina. 
 y McNEIL JR., Donald G.; SAINT LOUIS, Catherine; ST. FLEUR, Nicholas. “Short Answers to Hard Questions About Zika Virus”. New York Times. 
Disponível em: <http://p.p4ed.com/CJJBR>
Artigo do New York Times com perguntas e respostas relevantes sobre o vírus.
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